title: Prior knowledge is more predictive of error correction than subjective confidence.
abstract: Previous research has demonstrated that, when given feedback, participants are more likely to correct confidently-held errors, as compared with errors held with lower levels of confidence, a finding termed the hypercorrection effect. Accounts of hypercorrection suggest that confidence modifies attention to feedback; alternatively, hypercorrection may reflect prior domain knowledge, with confidence ratings simply correlated with this prior knowledge. In the present experiments, we attempted to adjudicate among these explanations of the hypercorrection effect. In Experiments 1a and 1b, participants answered general knowledge questions, rated their confidence, and received feedback either immediately after rating their confidence or after a delay of several minutes. Although memory for confidence judgments should have been poorer at a delay, the hypercorrection effect was equivalent for both feedback timings. Experiment 2 showed that hypercorrection remained unchanged even when the delay to feedback was increased. In addition, measures of recall for prior confidence judgments showed that memory for confidence was indeed poorer after a delay. Experiment 3 directly compared estimates of domain knowledge with confidence ratings, showing that such prior knowledge was related to error correction, whereas the unique role of confidence was small. Overall, our results suggest that prior knowledge likely plays a primary role in error correction, while confidence may play a small role or merely serve as a proxy for prior knowledge.
authors.forename: Danielle M
authors.initials: DM
authors.lastname: Sitzman
authors.forename: Matthew G
authors.initials: MG
authors.lastname: Rhodes
authors.forename: Sarah K
authors.initials: SK
authors.lastname: Tauber
mesh_terms: D000328:Adult; D030141:Feedback, Psychological / Q000502:physiology*; D006801:Humans; D008568:Memory / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology; D012153:Retention, Psychology / Q000502:physiology; D013647:Task Performance and Analysis; D055815:Young Adult